REQUIREMENTS 

AND 

SUGGESTIONS 



RELATING TO HIGH SCHOOLS 
OF WISCONSIN 



To School Boards and Principals 
of High Schools 



C. P. CARY 

Stale Superinteodeul 

Aujiul. 1917 



REQUIREMENTS 

AND 

SUGGESTIONS 

RELATING TO HIGH SCHOOLS 
OF WISCONSIN 



To School Boards and Principals 
of High Schools 



C. P. CARY 

Slate Superintendent 

August, 1917 



D. of D. 
MAY 25 19J3 



LJB/&/3 



INTRODUCTION 



Inasmuch as the supply of the seventh edition of the High 
School Manual is exhausted this bulletin is issued in order to 
supply the information included in part one of the manual with 
some desirable additional matter. 

Part Two of the Manual 'on subjects and methods is omitted 
except the topic of domestic science. A part of the subjects 
are now covered by bulletins issued either by this department 
or by the United States Bureau of Education. The following 
bulletins issued by the United States Bureau of Education, 
Washington, D. C, should be in the hands of every teacher of the 
indicated subjects : 

No. 23, 1915 — Community Civics. 

No. 28, 1916 — Social Studies, History and Economics. 

No. 2, 1917 — Reorganization of English in Secondary 
Schools. 

Others are to be issued. 

Bulletins issued by the State Department, Madison: 
Manual of Agriculture. 
Manual of Teachers' Training. 
Manual Training soon to be issued. 



QUALIFICATIONS OF TEACHERS EST FREE 
HIGH SCHOOLS 



High-school teachers should not neglect or fail to obtain the 
necessary and proper legal qualifications. Without such quali- 
fications, no valid contract can be made with the high school 
board, nor is the teacher entitled to pay from the public funds. 

Any one of the following named documents is considered a 
sufficient legal and educational qualification for the position of 
principal or assistant in any high school : 

1. The Wisconsin unlimited state certificate obtained through 
examination by the state board of examiners. 

2. Graduates of the University of Wisconsin or of a Wiscon- 
sin State Normal School holding a license according to the 
statutes as follows : 

"Section 39.25. (1.) The president of the University of Wis- 
consin shall issue to all graduates of the regular collegiate 
courses of such university, a certified statement showing the 
name of the graduate, the date of graduation, the course from 
which graduated, and that said graduate has completed the 
course of pedagogical instruction prescribed by the university 
for all persons who intend to teach. This certificate when 
presented to the state superintendent, shall entitle the holder 
thereof to receive a license qualifying the holder to teach in any 
public school in the state of Wisconsin for one year from, the 
date of issuance. Upon presentation of satisfactory evidence 
of successful teaching for one year in the public schools of the 
state, such license may be renewed for one year by the state 
superintendent. 

(2.) The president of ea"ch state normal school shall issue to 
the graduates of the full course of the normal school, as well as 
to the persons completing the elementary course,* a statement 
bearing even date with the diploma or certificate, setting forth 
the name of the person and the course from which graduated. 
This certificate when presented to the state superintendent, 
shall entitle the holder thereof to teach in the public schools of 



* The elementary course has now been abolished. 



6 REQUIREMENTS AND SUGGESTIONS 

Wisconsin for one year from date of issuance. Upon the pre- 
sentation of satisfactory evidence of successful teaching for 
one year in the public schools of the state, such license may be 
renewed for one year by the-state superintendent." 

3. An unlimited state certificate issued by the state superin- 
tendent upon the presentation of either of the above statements 
with satisfactory evidence of good moral character, and a sec- 
ond year of successful teaching upon a renewed license after 
graduation, in the public schools of the state of Wisconsin. 

4. Graduates of any college or university either in or out- 
side of Wisconsin or a state normal school outside of Wiscon- 
sin whose courses of study are fully and fairly equivalent to 
the corresponding courses of the Wisconsin state university or 
the Wisconsin state normal schools may upon the recommenda- 
tion of the state board of examiners be granted licenses and 
certificates by the state superintendent as in case of graduates 
of the Wisconsin state university and of the Wisconsin state 
normal schools. A fee of $1.00 is required of such graduates 
for the first license and for a state certificate. No fee is re- 
quired for the renewal of a license. 

5. A special license good for one year, issued by the state 
superintendent upon recommendation of the state board of ex- 
aminers and based upon an unlimited state certificate granted 
to the applicant by legal authority in another state. This may 
be renewed for one year upon recommendation by the state 
board of examiners, and after a second year of successful 
teaching in the public schools of Wisconsin upon such renewed 
license the state superintendent may upon the recommenda- 
tion of the board issue an unlimited certificate. 

6. A limited state certificate obtained through examination 
by the state board of examiners qualifies the holder to teach as 
an assistant in a free high school during the life of the certifi- 
cate. It does not qualify as principal of a high school. Lim- 
ited certificates of any kind from other states can not be given 
legal recognition. 

7. In order that a school may receive special state aid for the 
work, teachers of manual training, domestic science, agricul- 
ture, and commercial subjects must hold a license or a certifi- 
cate from the state superintendent authorizing the holder to 
teach the particular subject for which aid is to be received. 



RPJLATING TO HIGH SCHOOLS OF WISCONSIN 7 

A license authorizing the holder to teach such special sub- 
ject one year is granted, (a) to graduates of the particular 
course in the Wisconsin State University or of a Wisconsin 
state normal school; (b) to persons who give to the state board 
of examiners satisfactory evidence of preparation equivalent 
to such particular course. Such license is renewable for a sec- 
ond year, and upon satisfactory evidence of successful teaching 
a second year in the public schools of Wisconsin upon such re- 
newed license a state certificate in the special subject may be 
issued, valid for life unless sooner revoked. 

8. Special licenses covering either academic or vocational 
subjects limited in subjects, time, or place of teaching may be 
granted by the state superintedent upon the recommendation 
of the state board of examiners. 



MANAGEMENT. 

The high school board should cooperate with the teachers in all 
important matters and should at all times give them strong and con- 
sistent support while exercising authority with which they have been 
clothed. 

Respect for authority should begin with those who are given au- 
thority, and should show itself in prompt and willing obedience on the 
part of teachers and principal to the expressed wishes of the board of 
education. 

All reports required by the principal from teachers, by the board 
from the principal, and by the state superintendent, both from teach- 
ers and boards, should be carefully prepared and promptly rendered. 
To this end, school records, including final standings, should be posted 
to date, and books, apparatus and all school material should be fre- 
quently inventoried and at all times properly classified. 

The principal is responsible to the local board and to the state super- 
intendent: 

(a) For the character of the instruction given by himself and his 
assistants. 

(b) For the habits of study, character of recitation, and intellectual 
and moral progress of each pupil. 

(c) For the condition of the building, apparatus, library and closets, 
and 

(d) He is required to see to it that the courses of study adopted by 
the board and approved by the state superintendent are not changed 
by omissions, additions, or alterations without the written approval 
of the state superintendent. 

The recitation program should be prepared in accordance with the 



8 REQUIREMENTS AND SUGGESTIONS 

course of study; should be arranged primarily for the convenience of 
pupils rather than that of teachers; and should be posted in a conspic- 
uous and permanent place. 



COURSES OF STUDY. 

The state superintendent is directed by law to prepare a course or 
courses of study suitable to be pursued in free high schools, publish 
the same and furnish the same upon application. 

In compliance with this law, courses have been published and are 
commended to the consideration of boards, as recited in form herein- 
after. 

All courses adopted by boards must be approved by the state super- 
intendent in order that the school may share in the apportionment of 
the state aid. Any changes in these courses after adoption and ap- 
proval, without the consent of the state superintendent, will jeopard- 
ize the state aid. All negotiations for change should be perfected so 
as to inaugurate actual changes in the course on the opening of the 
fall term. 

No foreign language should be required in schools offering only a 
single course; and in schools offering more than one course there 
should be one course without a foreign language requirement. This 
rule can be varied from only under most exceptional conditions. 

For the four-years' English course there must be two teachers, the 
principal and one assistant at least. If in addition to the full work 
of an English course, two or more years of a foreign language are 
offered, the services of a second assistant are required. If more than 
six years of foreign language or other work are offered in addition to 
the work of the full English course, a third assistant must be procured. 

When the enrollment in any high school offering a single four-year 
course reaches fifty the services of a second assistant will be required. 
When the enrollment reaches eighty a third assistant must be pro- 
vided. In all schools having a principal and three or more assistants 
there must be at least one assistant for every thirty pupils enrolled. 

The following rules outline the method of procedure of any free high 
school board when changes in the present courses are desired by them : 

I. All proposed changes in courses of study should first be brought 
to the attention of the state superintendent. When approved by him, 
a copy of the course as adopted must be signed by the secretary of the 
board of education, and file! with the state superintendent. 

II. New courses should go into force only at the beginning of a 
school year, and should be put into operation gradually, and in such 
manner as not to affect the plans of pupils who have already entered 
upon the work of a former course. 

III. No courses will be approved where the teaching force is insuffi- 
cient for their administration. An increase in the number of the 



RELATING TO HIGH SCHOOLS OF WISCONSIN 9 

courses of study in the school or an increase in the number of electives 
where a single course is offered, must carry with it an increase in the 
teaching force. 

General Requirements for all Courses 

1. In order to receive approval, every four-year course of study must 
contain sixteen units of work, a unit meaning a daily recitation of at 
least 40 minutes for one year or its equivalent. 

2. Included in these sixteen units must be two units of mathematics, 
two of English, two of history, and two of science. 

3. While this is a general rule, it is not intended to be applied so 
arbitrarily as to prevent exceptions in cases of individual students for 
reasons satisfactory to the school authorities. Variations may also be 
advisable in the special vocational courses. 

Special Suggestions 

1. Mathematics may include bookkeeping as well as algebra, arith- 
metic, and geometry. A practicalized general form of mathematics is 
now being advocated in place of the usual year of algebra, and possibly 
covering the year now usually given to geometry. Some texts embody- 
ing this idea have already been published. This plan may be regarded 
as yet in an experimental stage, and it should be introduced! only under 
strong teachers and good supervision. 

In a few individual cases, algebra as a required subject has been 
cut down to half a year or even made elective altogether for students 
in vocational courses, such as agriculture and domestic science. The 
algebra given in the first year has generally been made too difficult 
for average students of this grade. The work should deal with sim- 
ple processes and rudimentary principles with a large amount of vig- 
orous drill to develop skill and mastery of these simple things. Some 
review of the subject should be provided in the junior or senior year 
for all students intending to continue the study of mathematics in 
higher schools. Such a review is considered far more desirable than 
an attempt to teach advanced algebra in the senior year. 

2. Elementary science, if given for only half a year, should deal 
mainly with the physical sciences. If given for one or two years, it 
should include also some treatment of biological topics. In the agri- 
cultural course, at least a half year of general plant study or botany is 
required. The most desirable distribution of topics for two years of 
science work to be given in the first two years is as follows: Elemen- 
tary science dealing mainly with the physical side, one half year; 
plant study, one half year; animal study, one half year; and physiol- 
ogy, one half year. It is not desired to make this division of time ar- 
bitrary, but the general order of treatment suggested is believed to 
have important advantages. There should be a more advanced treat- 
ment of the physical sciences in the junior and senior years. A year 



10 REQUIREMENTS AND SUGGESTIONS 

of either physics or chemistry may be given or half a year of each may 
he provided. 

3. A year of American history and civics should be taken by all stu- 
dents. The greater number of advantages are in favor of giving this 
in the senior year. If only two years of history are taken in the high 
school, the first year's study should be devoted to General European 
history. If three years can be given, the first two years should include 
a year on General History up to about 1500 A. D., and a year to the 
period since 1500 A. D. If desired to emphasize English History, an 
entire semester may be devoted exclusively to this. 

Options 

Subject to the advice and sanction of the state superintendent, and 
subject to the conditions herein contained, high schools have the fol- 
lowing branches from which to choose in the construction of school 
courses. 

1. Any foreign language. 

2. Any one of the sciences. 

3. History. 

4. English. 

5. Mathematics. 

6. Civics, or citizenship. 

7. Political economy, or economics. 

8. Agricultural subjects. 

9. Commercial subjects. 

10. Subjects found in Manual Training, Domestic Science and Teach- 
ers' Training courses. 

Maximum and Minimum Time Limits 

1. No subject, as a general rule, should be offered for a less time 

than one-half year. Algebra and geometry should never be 
required for a period to exceed one year each. 

2. Not less than two years of any foreign language should be offered. 

3. The maximum time for history shall be three years, or four 

years including civics and economics. 

4. Civics and economics not to exceed one-half year each. 



GENERAL. TYPE COURSE OF STUDY 

The following general type course of study including manual train- 
ing and domestic science presents a specific application of the preced- 
ing principles and is given as a suggestive basis for the formation of 
new courses. While it is desirable that there shall be a large degree 
of uniformity in the high school courses of the state yet reasonable 
variation will be approved and it is neither intended to arbitrarily fix 
the place of the different subjects in the course, nor to discourage the 



RELATING TO HIGH SCHOOLS OF WISCONSIN 



11 



adaptation of high school work to manifest local needs. Special 
courses in commercial work, agriculture, and teacher training are 
made by combining special subjects with the type course. 

First Year 

First Semester. Second Semester. 

Required Units. 
English. English. 

Mathematics. Mathematics. 



Elect Two Units. 

Elementary Science. Elementary Science. 

Latin. Latin. 

Spelling, Penmanship, and use ofBotany. 

Library. 

Manual Training or Domestic Manual Training or Domestic 

Science. Science. 
Elementary Zoology. 

Drawing. Drawing. 

Music. Music. 



General History. 
English.- 



Second Year 

Required Units. 



General History. 
English. 



Elect Two Units. 



Arithmetic. 

Botany. 

Latin. 

Manual Training or Domestic 

Science. 
Zoology. 
Drawing. 
Music. 



Physiology. 

Latin. 

Bookkeeping. 

Manual Training or Domestic 

Science. 
Geography. 
Drawing. 
Music. 



Mathematics. 
English. 



Third Year 

Required Units. 

i Mathematics. 
English. 



12 REQUIREMENTS AND SUGGESTIONS 



Elect Two Units. 

General History. English History. 

German. German. 

Latin. Latin. 

Bookkeeping. Grammar. 

Geography. Economics. 

Chemistry. Chemistry. 

Citizenship. 



Fourth Year 

Required Units. 

Physics. Physics. 

American History and Civics. American History and Civics. 

Elect Tivo Units. 

English. English. 

German. German. 

Latin. Latin. 

Advanced Algebra. Solid Geometry. 

Reviews. Reviews. 

Drawing. Commercial Law and Business 

Music. Practice. 

Drawing. 

Music. 



Note. — In courses offering less than four years of work in a foreign 
language, there must be at least three units of work in English; Eng- 
lish grammar in the third year may count as one-half unit. 

Not less than two years of any foreign language should be accepted. 

Where the term "English" appears, work in the study of literary 
masterpieces, library work, composition, and applied grammar is im- 
plied 

Unless a sufficient number of students to form a class of fair size 
desire to take any given elective course, it should not be offered. 

If physiology is not given a place in the course as a regular study, 
special lessons, perhaps as general exercises, should be given in physi- 
ology and hygiene with particular reference to the affects of stimulants 
and narcotics. 

The following English course is suggested as a type course for the 
consideration of schools offering but one course. 



RELATING TO HIGH SCHOOLS OP WISCONSIN 



13 



ENGLISH COURSE. 
First Year 



First Semester. 
English. 
Mathematics. 
Elementary Science. 
Elementary Zoology, or 
Spelling, penmanship and use of 
Library. 



Second Semester. 
English. 
Mathematics. 
Botany. 

Elementary Science or Domestic 
Science. 



English. 
Bookkeeping. 
General History. 
Botany or Zoology 



Second Year 

English. 
Arithmetic. 
General History. 
Physiology. 



English. 
Mathematics. 
General History. 
Geography. 



Third Year 

English. 
Mathematics. 
English History. 
Citizenship. 



English. 

Physics. 

U. S. History and Civics. 

Reviews. 



Fourth Year 

English. 

Physics. 

U. S. History and Civics. 

Reviews or Elective. 



Note. — Reviews in the fourth year should include English gram- 
mar, arithmetic, algebra and geography. In schools having a num- 
ber of pupils intending to attend higher institutions a part of the time 
may be given to a review of algebra. 

Where the term "English" appears the work should include general 
composition with special attention to letter writing and business cor- 
respondence, expressive reading, study of literature and authors and 
such study as may be found necessary for the use of grammar in gen- 
eral work. 

Careful attention should be given throughout the course to spelling, 
penmanship, and oral and written expression. 

Electives in schools having but one course should be for the whole 
class only. 



14 REQUIREMENTS AND SUGGESTIONS 



VOCATIONAL COURSES. 

General Requirements for Manual Training, Domestic Science, Agri- 
culture, and Commercial} Subjects in Order to Secure Special State 
Aid for Work in These Courses. 

1. The course of study in the high school must be equivalent to the 
course of study prescribed for free high schools. 

2. The special course must be approved by the state superintendent. 

3. The special department must be a part of the public school sys- 
tem; that is, it must be under the direction of the board of education. 

4. The teacher of any of these special subjects must have a license 
covering the special work. 

5. The scope and character of the work must be such as to meet the 
approval of the state superintendent. 

6. The work must be maintained for a period of not less than six 
months during the school year for which aid is granted. 

7. A report must be made by the clerk of each school board main- 
taining such department or departments to the state superintendent 
in such form as may be required, on or before July 1st of each year, 
setting forth facts as stated in the law. 

8. All teachers of such special subjects must receive a salary of at 
least sixty dollars per month. Assistants to the regular teachers may, 
however, be employed at a salary of less than sixty dollars per month, 
but their salary can not be counted in apportioning the special state 
aid. This applies to grades as well as to high schools. 

9. High school courses in manual training and domestic science must 
provide for at least two years of work in each of these subjects, and 
daily programs must provide an amount of time equivalent to at least 
70 minutes daily for two years for each class. 

10. After September 1, 1918, it will be a requirement of the state 
department that in order to receive aid for special departments of 
agriculture, the director of each such department must be employed 
for at least eleven months, including the months of June and July, for 
the purpose of providing adequate summer supervision of project work. 
It is a good plan to employ such director for the full year with the 
understanding that a month of A^acation will be allowed at such time 
as may be agreed upon, not, however, including the months of June 
or July. 

In order to receive special state aid for work in grades in these sub- 
jects, the law provides: 

1. That the grades must be connected with a high school giving the 
special work and under the management of the same board. 

2. That the work must be given in the two upper grades below the 
high school. 

Note : Town and union high schools have no grades connected with them 
even though they may be in the same building. Aid, therefore, can not be 
granted to grades under such conditions. 



RELATING TO HIGH SCHOOLS OF WISCONSIN 15 

3. That it shall be subject to the approval of the state superinten- 
dent. 

4. At least 80 minutes weekly must be given to the work in the sev- 
enth and eighth grades. A longer time is strongly urged. 

The amount of state aid for each of these departments is now one- 
half the cost of instruction in that department, limited to three hun- 
dred and fifty dollars when the instruction shall have been given in 
the high school and the two upper grades next below the high school, 
or two hundred and fifty dollars when given only in the high school 
except that in commercial courses the aid is limited to three hundred 
and fifty dollars in the high school with no additional for the grades 
below. 

SUGGESTIVE COURSES IN AGRICULTURE 

For general requirements see above and also Special Manual of Ag- 
riculture in the High Schools issued by this department. 

Arrangement of Agricultural Subjects 

First Year 

First Semester. Second Semester. 

Elementary Science. Farm Crops. 

Farm Carpentry, 2 periods a week. Farm Carpentry, 2 periods a week. 

Second Year 

Farm Crops. Farm Animals. 

Woodwork or Forge work, 2 Woodwork or Forge work, 2 

periods a week. periods a week. 

Third Year 

Farm Animals. Soils and Fertilizers. 

Mechanical Drawing, 2 periods a Mechanical Drawing, 2 periods a 
week. week. 

Fourth Year 

Farm Mechanics. Farm Management. 

Cement Work on the Farm. Cement Work on the Farm. 

Building Construction, 2 periods a Building Construction, 2 periods a 
week. week. 

Four units of the above work are required. The two periods a week 
work, though not absolutely required, is regarded as exceedingly desir- 
able and is strongly urged. It is expected that every high school 
giving the agriculture course will be supplied with at least two 
benches equipped with woodworking tools and it is strongly recom- 
mended that at least one forge be provided. 



16 



REQUIREMENTS AND SUGGESTIONS 



For fuller discussion of these courses see "Manual of Agriculture 
in the High School". 

This will combine with an English course substantially as follows: 



COMBINATION WITH THE ENGLISH COURSE 
First Year 



First Semester. 
English. 
Mathematics. 
Elementary Science. 
Zoology or Botany. 



Second Semester. 
English. 
Mathematics. 

Botany or Elementary Science. 
Farm Crops. 



Farm Carpentry, 2 days a week. Farm Carpentry, 2 days a week. 

Second Year 

English. English. 

General History. General History. 

Bookkeeping (Farm Accounts). Arithmetic. 

Farm Crops. Farm Animals. 

Woodwork or Forge work, 2 days Woodwork or Forge work, 2 days 

a week. a week. 



English. 

Mathematics or Business 

Practice, 
Farm Animals. 
Geography or Chemistry. 
Mechanical drawing, 2 days 

a week. 



Third Year 

English. 

Mathematics, Surveying or 

Chemistry. 
Soils and Fertilizers. 
English History or Citizenship. 
Mechanical drawing, 2 days 

a week. 



*Domestic Science (for girls). 



* Domestic Science (for girls). 



Fourth Year 



American History & Civics. 
Physics. 

Farm Mechanics. 
Reviews or English. 
Cement Work, Farm Building- 
Construction, 2 days a week. 
*Domestic Science. 



American History & Civics. 
Physics. 

Farm Management. 
Reviews or English. 
Cement Work, Farm Building 
Construction, 2 days a week. 
*Domestic Science. 



* Domestice Science has here been arranged to meet the needs of small 
schools which wish to allow the girls to take agriculture during the first two 
years. It is perfectly satisfactory to have the domestic science given the first 
two years provided some other course besides agriculture is supplied foi the 
girls during the last two years. 



RELATING TO HIGH SCHOOLS OP WISCONSIN 



17 



COURSE WITH ONE UNIT OF AGRICULTURE. 
FOR THE SMALL RURAL HIGH SCHOOL. 



First Year 



First Semester. 
English. 
Mathematics. 
Elementary Science. 
Elementary Zoology. 
Manual Training, 2 days per 
week. 



Second Semester. 
English. 
Mathematics. 
Botany. 
Physiology. 

Manual Training, 2 days per 
week. 



Second Year 



English. 

General History. 

Bookkeeping. 

Farm Crops and Scils. 

Home Projects. 



English. 

General History. 
Arithmetic. 
Farm Animals. 
Heme Projects. 



Third Year 



English. 

Mathematics or Business 

Practice. 
General History. 
Geography or Chemistry. 



English. 

Mathematics or Elective. 

English History. 
Citizenship. 



Fourth Year 



English. 

U. S. History & Civics. 

Physics. 

Reviews or Economics. 



English. 

U. S. History & Civics. 

Physics. 

Reviews. 



COMMERCIAL COURSES. 



No commercial course will be approved which does not include book- 
keeping, stenography and typewriting, and it is expected that one or 
more classes in each of these subjects will be in operation each year 
for which aid is granted. 

The following is a suggestive combination of commercial subjects 
and an English course, which will satisfy the requirements of the law 



]_g REQUIREMENTS AND SUGGESTIONS 

for the receipt of special state aid, subject to the general requirements 
for all special courses. 

First Year 

First Semester. Second Semester. 

English. English. 

Mathematics. Mathematics. 

Elementary Science. Botany. 

Spelling, Penmanship, and use Elementary Science or Domestic 

of Library. Science. 

Second Year 

English. English. 

General History. General History. 

Botany. Geography. 

Commercial Arithmetic. Bookkeeping. 

Third Year 

English. English. 

Bookkeeping. English History. 

Mathematics or Geography. Mathematics or Citizenship. 

Stenography and Typewriting. Stenography and Typewriting. 

Fourth Year 

English. Commercial Law, Business 

Practice. 
Physics. Physics. 

U. S. History & Civics. U. S. History & Civics. 

Stenography and Typewriting. Stenography and Typewriting. 



TEACHERS' TRAINING COURSES 

For detailed suggestions regarding Teachers' Training Courses in 
high schools, see a pamphlet recently issued by this Department. 
The Training of Teachers for the Country Schools of Wisconsin. 

Summary of Chapter 555, Laws of 1913, Relating to a Training 

Course for Teachers : 

1. Any free high school or high school having a course of study 
equivalent to a free high school and having four or more teachers 
may establish a teachers' training course except that 

2. Such schools cannot be established in counties already having 
county training schools for teachers. 

3. The courses of study and the qualifications of teachers must be 
approved by the state department. 



RELATING TO HIGH SCHOOLS OF WISCONSIN 19 

4. These courses must be administered for a period of not less 
than nine months during the school year ending June 30. 

5. Any teacher employed to give instruction in the professional 
work and practice teaching shall be a graduate of the advanced course 
of a Wisconsin State Normal School, or a school offering a course of 
study equivalent to the course of study offered in the Wisconsin State 
Normal Schools, and shall, in addition, present evidence of at least 
two years of successful experience. The State Department very 
strongly recommends that at least five years of varied experience be 
required of teachers for training positions. 

6. Such teacher must devote full time to the work of the train- 
ing course. The training teacher is in no sense a grade supervisor, 
and none of her time should be devoted to grade supervision. 

7. At least ten persons must elect to take such course during the 
current year. No Senior class should enroll more than twenty-five 
students. No Junior class should enroll more than twenty students. 
This gives an opportunity for five students who were not enrolled as 
Juniors to enter the class in the Senior year. In case it does not 
seem possible to live up to this requirement, there should first be cor- 
respondence with this office before more students are admitted. It 
may be necessary to modify these limitations when Chapter 269, 
Laws of 1917, goes into effect. 

In case a high school wishes to admit more students to its training 
course, it will generally be necessary to secure help in the training 
department. In each case in which it is necessary to engage a sec- 
ond teacher, the approval of the State Department must be secured 
before such teacher is engaged. 

8. The work shall meet the approval of the state superintendent 
and reports must be made to him. 

9. The certificate of graduation qualifies the holder to teach and 
shall, upon evidence of successful teaching for at least seven school 
months, when countersigned by the county superintendent of the 
county in which the training school is located, legally qualify the 
holder to teach in that county for a period of five years from the 
date when such certificate was granted, and shall also be a legal 
qualification to teach in any department of any state graded school 
in that county, the principalship of a state graded school of the first 
class excepted. Standings on certificates of graduation from an ap- 
proved training course may be accepted by any county or city super- 
intendent in place of actual examination, under certain conditions. 

10. If the administration of such training course meets the ap- 
proval of the state superintendent, the state will aid to an amount 
equal to the sum expended for the salary of the duly qualified and 
approved teacher employed in this department. This special aid is 
apportioned as is other special state aid; .that is, the teachers are 
paid by the district as other teachers are paid. The amount as above 
will be refunded at the time of the apportionment of special state aid. 

As there are 27 training departments in the state and only $25,000 
to be expended for this purpose, no training teacher receives more 
than $1000 from the state. In many places the local school boards add 
to the salary paid by the state in order to secure or keep very well 
qualified teachers. 

11. A careful record of names, ages, and previous standings in 
scholarship should be made and kept of students electing this course. 

After September 1, 1921, in order to secure a diploma from a Teach- 
er's Training Course, a year of professional training will be required 
in addition to graduation from a four year high school course or its 
equivalent. In other words, it will require five years' work beyond 
the eighth grade to secure the teacher's certificate. See Chapter 269 
Laws of 1917. 



20 REQUIREMENTS AND SUGGESTIONS 



COURSE OF STUDY FOR TEACHERS' TRAINING DEPARTMENT. 

The professional work consists of the following branches: 

1. Junior professional reviews 1 unit 

2. Senior professional reviews 1 unit 

3. Senior pedagogy % unit 

4. Practice work • ■ % unit 

5. A miscellaneous unit (observation, school management, 

law, records, and rural economics) 1 unit 

Total 4 units 

It is these studies and no others which constitute the teachers' 
training course proper in Wisconsin high schools, and to these the 
state paid teacher must confine her work. 

Until 1921 when the new law goes into effect, students graduating 
from high schools in the Teachers' Training Courses, must obtain 
twelve academic credits besides the four professional credits stated 
above. In selecting their academic branches, students should so select 
that they may obtain the following credits: 

3 units (years) of English y 2 unit of physiology and hygiene 

y 2 unit of arithmetic % unit of English or European 

y 2 unit of domestic science History 

V 2 unit of agriculture x / 2 unit of civics or citizenship 

y 2 unit of geography 1 unit of United States History 

Wherever possible it is to be hoped that students will get a whole 
unit of work in geography, arithmetic, English or European history, 
agriculture and domestic science, instead of one-half unit of each, as 
given above. The remaining academic studies are optional. See pages 
10 and 11 of the pamphlet, The Training of Teachers for the Country 
Schools of Wisconsin. 



WINTER TERM COURSE 

This course is designed to provide opportunity for attending school 
during the winter months to those who for any reason are not able to 
attend the high school during the entire year. 

Arrangements for this course will be made individually with eligible 
schools desiring to introduce it. For law see School Code, Section 494a. 



MANUAL TRAINING. 

For detailed suggestions in regard to manual training see bulletin 
soon to be issued by this department. A copy will be sent as soon as 
ready upon application to the State Superintendent, Madison, Wis. 

DOMESTIC SCIENCE. 

(For requirements for special state aid see pages 14-15) 

It would be futile to attempt to plan a uniform course of study for 
the public schools of a state and require its adoption, because condi- 
tions and needs vary greatly in different cities. Some high schools en- 
roll many pupils from the rural and parochial schools where domes- 



RELATING TO HIGH SCHOOLS OF WISCONSIN 



21 



tic science is not taught, and the work in these high schools must be 
more elementary in character than is the work offered in high schools 
where the pupils who enter have had from two to three years' work in 
sewing and cooking in the grades. Cities having a supervisor of do- 
mestic science and several assistants, can offer more diversified work 
than those cities where but one teacher is employed for all the work 
given in grades and high school. 

Many high schools devote more than two years to work in domestic 
science. When this is possible and practicable, subjects can be offered 
that form but a part of the work in a two year course. For example, 
while the subjects of textiles, dietetics, household management, house 
decoration, and furnishing, are touched on in the two year course, not 
enough time can be given to them to give the pupils more than a super- 
ficial knowledge of the subject. In a two year course, time must be 
devoted to sewing and acquiring a knowledge of materials; to cooking 
and a study of foods, their nutritive value, and to the planning and 
serving of meals. The four year course rounds out the subject so that 
the girl not only knows how to make her clothes and cook her food, but 
how to conduct the business of managing a home. It is possible when 
advanced work is given in the junior and senior years to teach the 
pupils some trade, as dressmaking or millinery, which they may follow 
when they have finished school. 



COURSES IN COOKING AND SEWING IN THE GRADES 



Subject 


School 


Y 


ear 


Time per week 


Sewing 


5th and 6th 


gi 


ades 


2 periods of 
45 min. 


Sewing, Adv. 


7th grade 


1 period of 
90 min. 


Cooking 


7th grade 


1 period of 
90 min. 


Cooking, Adv. 


8th grade 






2 periods of 
90 min. 



22 



REQUIREMENTS AND SUGGESTIONS 



COURSES IN noMUSTIC SCIENCE AND ART IN HIGH SCHOOL 



Subject 


School Year 


Time per week 


Credit 


Sewing and Textiles 


Freshmen 


3 periods of 90 min. 
2 periods of 45 min. 


One 


Dressmaking, Mill- 
inery. Design, 
House Decoration 


Sophomore or 
J u n ior 


3 periods of 90 min. 
2 periods of 45 min. 


One 


Food Study, Applied 
Theory and 
Science of Cooking 
Dietaries, includ- 
ing Feeding and 
Care of Infants 


Sophomore or 
Junior 

• 
• 


2 periods of 90 min. 

3 periods of 45 min. 


One 


Hygiene and Sanita- 
tion and House- 
hold Management 


Senior 


2 periods of 90 min. 

3 periods of 45 min. 


One 



To secure state aid for work in the grades and high school in do- 
mestic science, but few arbitrary requirements are made. These have 
already been stated in "Requiremnts for State Aid in Special Courses," 
but the time has come when a standard of work can be set and certain 
definite parts of the subject can be designated as essentials. 

At least eighty minutes weekly must be given to the work in the 
seventh and eighth grades. Two eighty minute periods would secure 
better results. 

In the domestic science work, both cooking and sewing should be 
given in the grades. Sewing may be offered in the seventh grade and 
cooking in the eighth, or cooking and sewing may be given on alternate 
days or alternate weeks in both grades. 

Practical work, suited to home needs, should be given in the grades, 
as many girls leave school after completing the eighth grade. The 
work should be correlated with home work and credit might be given 
for duties and work performed at home, under the direction of the 
domestic science teacher. 

Two years work must be offered in the high school for an amount 
of time equivalent to at least seventy minutes daily. 

The courses offered in the bigh school must be fully and fairly equiv- 
alent in amount of work required and accomplished, to that done in 
other high school courses. This is necessary because the same amount 
of credit is offered for each course pursued in the high school. 



RELATING TO HIGH SCHOOLS OF WISCONSIN 23 

Work in high school should not be merely a continuation of the 
practical work offered in the grades, but should consist of some study 
and recitation and experiment work to organize and test the knowledge 
of the pupils and to make the practical work of educational value. 
Illustrative experiments should be carefully made and results should 
be recorded in a notebook. 

Equipment must be adequate enough so as to furnish satisfactory fa- 
cilities for effective work. 

Discipline must be maintained in all classes. No work worthy of 
high school credit can be done where pupils are inattentive and dis- 
orderly. Directions for work should be so clear and definite that each 
pupil may proceed to work without consulting her neighbor as to what 
is required of her. 

Because of the nature of the work, discipline is somewhat harder to 
establish in sewing and cooking classes than in classes where there is 
less activity. When the domestic science teacher is young and inex- 
perienced the principal of the school should give her special attention 
and guidance in this matter of discipline during the first few months 
of the work. 

Teaching the various stitches, seams, and hems, and applying them 
to garments; patching, darning, buttonhole making, and the making of 
underwear and simple dresses; teaching pupils the different kinds of 
cotton, woolens, and linens in the market so that they may know how 
to select materials and the proper prices to pay for each; teaching how 
to mend and care for clothing, — these form the essentials for any course 
in sewing no matter how simple or how elaborate the course may be. 

The work in cooking should include dishwashing, fire-making, care 
of kitchen, dining room; cooking of all simple foods used in the aver- 
age home; planning, cooking, and serving meals and calculating cost; 
a study of the composition and nutritive* value of the common foods and 
their place in the diet. This work should include some lessons on 
personal hygiene, sanitation, home nursing, and what to do in case of 
emergencies; also some simple lessons on general housekeeping, includ- 
ing furnishing, decoration, and care of the whole house. 

Too many lessons are given in schools on isolated cooking recipes, 
many of them repetitions of previous lessons, and no effort is made 
to coordinate and show that all cooking depends on the knowledge of 
a few simple principles. When certain fundamentals are mastered, 
the pupil should be able to take any good book of recipes, follow di- 
rections, and secure excellent results. The cooking lessons should be 
planned so that the pupils are able to prepare a meal in a short time 
and have all the foods ready to serve at a stated period. The purpose 
of all cooking work in schools should be to prepare pupils to plan, to 
purchase, to cook, and to serve appetizing and nutritious meals at 
moderate cost. 

School cooking is of little value unless what is learned at school is 
practiced at home. If cooking lessons are practical, and planned so 
that pupils may be able to prepare the breakfast or suppers at home, 



24 REQUIREMENTS AND SUGGESTIONS 

and do some general house work, credit can be given for work done 
at home. In this way the school and home will be brought into closer 
contact and girls will be led to take pride in home duties and respon- 
sibilities. 

After a lesson is given at school, each pupil should practice it at 
home. For this reason, in the grades and first year of the high school, 
recipes should not be attempted that are too expensive for the average 
girl in the class. If the method of making a simple cake is success- 
fully taught, the pupil should be able to make more elaborate ones 
from recipes found in good cook books. Time should not be wasted 
in making a dozen or more varieties of cake, pie, or cookies when 
methods and principles can be taught in a few lessons. 

Encourage pupils to try and test new recipes at home and to learn 
to know by looking at them whether they will turn out well. Have 
pupils calculate the cost of all recipes. Have them note from week 
to week the price of foods in the market, and learn when eggs, vege- 
tables, and fruits are in season. 

Call attention to the market reports in the daily newspapers. 

The following outline is given for work in the grades and high school, 
but it is not intended as a course of study which teachers are obliged; 
to follow. It suggests some things which should be included in all 
courses of study. 

Sewing in the Seventh and Eighth Grades. 

(It is never advisable to give pupils a series of models to be com- 
pleted before work is begun on articles for use, or on garments. After 
certain principles are taught by the model method these principles 
should be applied on some useful article so that pupils may know the 
place and value of the work presented. The models should not be con- 
sidered works of art, but merely a means to teach the various steps in 
sewing before attempting to apply them.) 

1. Teach the various stitches in common use, using coarse needle 

and canvas. The model may be made into a needle book or pin- 
cushion. Apply stitches by making work bag. 

2. Seams and hems. Apply on a fancy or work apron. 

3. Darning. Apply on stockings. 

4. Hemming of towels and table linen and sewing on tape. May 

teach hemstitching, embroidery, and cross stitch. Apply on 
towel or napkins. 

5. Patching and three cornered or flannel darn. Apply on clothing. 

6. Have pupils make a slip-over night dress, other underwear, and 

teach buttonhole making and sewing on bands. 

7. Teach pupils how to select material for under clothing and make 

a simple study of the production, manufacture, and cost of cot- 
ton materials used. 
Teach methods of shrinking and how to set color. 



RELATING TO HIGH SCHOOLS OF WISCONSIN 25 

Collect all kinds of material used by the class, have pupils learn 
the names of the different kinds, how to distinguish them, their 
cost and uses. 

Teach the use and care of the sewing machine. When pupils fin- 
ish the eighth grade they should he able to do good hand and 
machine sewing. All imperfect work should be ripped out and 
done over until good work results. 

Cooking in the Seventh and Eighth Grades. 

General directions for work, dishwashing, firemaking, and care of 
oven; care of the kitchen utensils. 

Simple classification of foods, and foods discussed and prepared in 
sequence or similar foods in groups. 

Preparing of dried fruits and fruits in season. Canning lessons. 

Preparing potatoes and similar roots and tubers. 

Cooking of cereal breakfast foods. 

Preparing eggs in season; or some creamed protein food, as dried 
beef, or codfish, and coffee, cereal coffee, and cocoa. 

Preparing of griddle cakes, simple muffins, popovers and biscuits. 

Laying the table, table manners, and care of dining room. 

Planning breakfast composed of foods previously prepared. 

Preparing and serving of this breakfast during the recitation period. 
Breakfast table to.be set at pupil's own place in the kitchen. 

Making simple cake, cookies, pie, and preparing cheaper cuts of 
meat, as meat loaf, hamburg steak, simmered steak, etc. 

Bread making. 

Talks on care of teeth, eyes, hair, nails, etc. 

Bathing and care of body; also talks and lessons on care of bedroom. 
Encourage pupils to care for their own rooms. 

Have pupils report each week on work done at home. This should 
include not only cooking, but care of pupil's own room, and observa- 
tion of rules of hygiene previously learned, as brushing teeth, bathing, 
sleeping with window of bedroom open, and exercise taken. 



HIGH SCHOOL DOMESTIC SCIENCE. 
High School Work in Sewing. 

Hand and machine sewing. 

Making a complete suit of underwear, simple cotton dress, wool dress, 
and skirt. 

Study of textile fibres so as to know source from which they are de- 
rived, characteristics, and common methods of adulteration. 

Water and sun tests for durability of color. 

Names of standard cotton, woolen and linen materials, and prices of 
each, and the various uses of each. 

Examination of samples of each. 



26 REQUIREMENTS AND SUGGESTIONS 

Talks on how to launder, shrink, press, and care for clothing. 
Talks on suitability of materials and garments for school, home and 
social life. 

Cultivation of good taste in selection and wearing of clothing. 

Cooking, Food Study and Dietaries. 

Teaching the principles and methods of cooking through a series of 
lessons. 

Study of foods by groups, and the application of the principles of 
cooking to each. 

Study of the composition, nutritive value, place in the diet, and meth- 
ods of cooking and serving of the different foods. 

Preparation of cereals, roots and tubers, green vegetables, legumes, 
and fruits, including canning, preserving and jelly making, and time 
and method of serving them. 

Making of bread, quick breads, cakes, pies, cookies, desserts, etc. 

Preparation of meats, fish, eggs, milk and its products, and time and 
method of serving. 

Teaching the planning and serving of meals and calculating the cost. 

Planning and serving meals for limited sums of money; planning 
balanced meals for the average person, for children, and sick. 

Feeding and care of infants and study of the causes of the high rate 
of infant mortality. 

Marketing, — purchasing foods in bulk or in quantity, or in season, 
to save money. 

Methods of storing, packing and caring for foods purchased for win- 
ter use. 

Knowledge of the various cuts of meats and the uses of each. 

Study of local market and comparison of prices with those paid in 
cities. 

The relation of food to health, and a review of digestion, absorption, 
assimilation, and excretion, to understand how the body is nourished, 
liow it grows, and the importance of perfect elimination of waste 
matter. 

Some consideration should be given to diseases caused by errors in 
diet. 

Hygiene. 

At least once a week for one term of one semester. 

Pupils should be taught that the most important thing for them to 
know is how to acquire and maintain good health. 

The following topics may be considered: : 

The importance of proper food, fresh air, work, exercise, rest, and 
care of the nervous system, if health is to be maintained. Care of 
.the body, especially the importance of bathing. 

Contagious and infectious diseases, their cause and prevention. 



RELATING TO HIGH SCHOOLS OF WISCONSIN 27 

Emergencies and home nursing. 

The fresh air cure for diseases of the lungs, nervous system, and its 
benefit to all people. 

Home Management. 

At least once a week for one term or one semester. 

The object of this work is to teach pupils to becme familiar with some 
of the work and duties devolving on the average home-maker and to 
interest them in home-making. 

Plans should be made for a simple house and the questions of heat- 
ing, lighting, plumbing, decoration, and furnishing should be consid- 
ered from the standpoint of the average family. 

Stores may be visited and study may be made of suitable and artistic 
wall coverings, floor coverings, curtain materials, furniture, and labor 
saving devices for work. 

The general plan of housework should be considered, including daily 
work, special work, cleaning, and care of the home. 

Study should be made of the income and expenditures of families 
and the proper division of the income should be discussed. 

This course may be made the most interesting and profitable of all 
courses in domestic science. 

Domestic Science Equipment. 

The sewing room should be equipped with at least one sewing table 
for every four pupils, a comfortable chair for each pupil, a sewing ma- 
chine for every four pupils. 

The kitchen should be equipped with tables containing drawers to 
Uold utensils needed for individual work, a supply table, a coal or 
wood range, individual gas burners on the cooking tables or a two 
burner oil stove for every four pupils, a sink containing hot and cold 
water faucets. Hot water may be provided by placing a water front in 
the range or by running pipes through the furnace and connecting 
them with a storage tank. Sufficient cooking utensils should be pro- 
vided. 

Equipment for Sixteen Pupils. 

Room equipment prices vary greatly according to style and local 
prices. Many of the pieces bought were obtained by personally select- 
ing from the ten cent store. 

The prices quoted were paid within the last few years. This is quite 
a complete list and no doubt several pieces could be omitted for the 
first year. 
8 double or 16 single kitchen work desks — hard maple top with 

sliding moulding board $50 00 to $100 00 

8 to 16 individual gas stoves or oil stoves $1 25 up 

1 Large gas stove or wood or coal range @ 10 00 up 



28 



REQUIREMENTS AND SUGGESTIONS 



1 

1 
16 

1 
16 
16 
20 
32 
16 
16 
16 
16 



16 
16 
20 
16 
16 
16 
16 
16 
16 
16 
16 
8 
10 



Ice chest 

Sink 

Stools or chairs 50 up 

Zinc under individual stoves 

Supply table @ 1 50 up 

Knives (kitchen) @ $ .10 1 60 

Forks (kitchen) @ .10 1 60' 

Tablespoons @ .05 1 00 

Teaspoons, 2 for .05 80' 

Wooden mixing spoons @ .05 80 

Wire egg-beaters @ .05 80 

Dover egg-beaters @ .10 1 60 

Spatulas @ .20 3 20 

Pepper shakers @ .05 40 

Salt-shakers @ .05 40 

Paring Knives @ .15 2 40 

Measuring cups @ .05 80 

Mixing bowls @ .10 2 00 

Utensil trays @ .10 $1 60 

Small pans @ .10 1 60 

Pop-over cups @ .05 80 

Frying-pans, small @ .10 1 60 

Small sauce pans with cover, @ .15 2 40 

Larger sauce pans with cover @ .20 3 20 

Match safes 

Bread pans, small @ .10 1 60 

Wire strainers @ .05 40 

Water pitchers @ .10 1 00 

Scrubbing brushes @ .05 ' 40 

Biscuit cutters @ .05 40 

Doughnut cutters @ .05 40 

Dishpans @ .25 2 00 

Rinsing pans @ .15 1 20 

Rolling pins @ .10 80 

Double boilers, 1 qt. @ .50 4 00 

Graters @ .05 20 

Potato mashers @ .05 20 

Skimmers @ .05 20 

Muffin pans @ .10 40 

Butcher knives @ .50 1 00 

Griddle cake turners @ .05 10 

Lemon squeezers @ .05 . . ; 10 

Large kettles; 2 to 4 qt. @ .75 1 50 

Cake tins @ .10 20 

Trays @ .10 20 

Griddle 75 

Colander : 20 

Iron kettle : 1 50 



RELATING TO HIGH SCHOOLS OF WISCONSIN 29 

1 Coffeepot ' 25 

1 Meat grinder ... % 1 00 

1 Bread box 2 00 

1 Flour can 1 00 

1 Sugar can 75 

1 Can opener 10 

1 Corkscrew 05 

1 Flour sifter ' , . 10 

1 Large wire strainer 25 

1 Teakettle : 1 25 

1 Spring balance 1 25 

1 Sink strainer 10 

1 Soap dish 10 

Cleansing Equipment 

1 Broom $ 50 

1 Scrubbing brush 30 

1 Dustpan 10 

1 Mop 10 

1 pail 25 

1 Garbage pail . 65 

1 Washdish 25 

1 Small scrubbing board 10 

1 Bolt linen toweling, approximately 4 00 

China Serving Dishes 

I Doz. large plates @ 10c each $1 20 

1 Doz. smaller plates @ 10c each 1 20 

1 Doz. cups and saucers @ 10c each. 1 20 

y 2 Doz. water glasses @ 5c each 30 

or one complete set of dishes. 

Sewing Equipment 

2 Sewing machines @ $25 each $50 00 

8 Work tables @ $1.00 8 00 

1 Set flatirons 1 50 

1 Ironing board 50 

1 Yard padding for board 30 

16 Chairs @ $1.00 up 16 00 

If not furnished by the pupils, scissors, thread, tape measure, pins, 
needles, etc., must be supplied. 

Total Cost of Equipment 

Cooking, about $250 00 

Sewing, about 100 00 

"Equipment for Teaching Domestic Science," by Helen Kinne (Whit- 
comb & Barrows, Boston) is a helpful book for the reference library 
in giving suggestions for planning and equipping the domestic science 
department. 



30 REQUIREMENTS AND SUGGESTIONS 



THE JUNIOR HIGH SCHO'OL. 

In making definite plans for the future of any system of schools 
account should be taken of certain ideas which are becoming very 
pronounced in regard to plans of organization and administration of 
both high schools and of grades below. 

The belief is becoming very prevalent that the present custom of 
making the division between the grades and high school at the end 
of the eighth year, leaving the last four years for secondary school 
work, is not wise from either an educational or a physiological stand- 
point. There is general agreement that there is at present a great 
loss of time and waste of effort in the seventh and eighth grades, 
greater than any where else in the entire course of study, not only on 
account of poor methods of instruction but also especially through the 
use of unsuitable subject matter and an inefficient grouping of students 
with certain details of promotion and management which dull inter- 
est and hamper advancement. 

The great work of the grades from the academic standpoint is to 
give thorough training in the common knowledge which is absolutely 
necessary for success in any of the great occupations by which people 
get a living. Without some ability to read, write, calculate, and ex- 
press thought a person is so hampered as to be almost helpless in his 
business and social relations with others. This same training also 
forms an excellent basis for future work in school. 

The amount of this absolutely necessary knowledge, however, is 
much less in some subjects than is generally supposed. The arithmet- 
ical calculations, for 'instance, required of most people are limited to 
the very simplest operations, only a very small part of the matter 
covered in the arithmetic used in the grades; the English composition 
for the majority is mainly confined to simp'e business forms and to 
letter writing; if a person can write legibly with a fair degree of rap- 
idity little question is raised as to the artistic appearance of his pen- 
manship; and so we might go through the entire list of the so-called 
fundamentals. Thorough mastery of the very simplest operations 
rather than a wide range of knowledge is what is demanded. 

The opinion is becoming common that six years is ample time for 
the average child if well taught to acquire this absolutely necessary 
information and skill and that our practice of allowing eight years to 
do what might easily be done in six, for this is practically what our 
present course for the eight grades amounts to, is largely responsible 
for the poor work, lack of interest and falling off of students so com- 
mon in the seventh and eighth grades. New material is 'needed, 
adapted not merely to meet the simple business demands, but such as 
will widen the interests and give a broader outlook on life with some 
knowledge of what people do for a living and of their social relation- 
ships and obligations. 



RELATING TO HIGH SCHOOLS OP WISCONSIN 31 

The thought, too, seems to be rapidly crystalizing that the seventh, 
eighth and ninth grades form a more natural group in all their ac- 
tivities than we have under the present system of placing the ninth 
grade with the young men and women of the upper grades of the high 
school, and the seventh and eighth with the children of the lower 
grades. Following out this idea in an arrangement of the school sys- 
tem we should have six years of grade work proper, an intermediate 
or junior high school including what are now the seventh, eighth and 
ninth years of school, and a senior high school composed of the tenth, 
eleventh and twelfth years. 

It should be understood that the real intermediate or junior high 
school whether composed of two or three grades is an organization 
distinct from the grades below and the senior high school above, hav- 
ing its own building or distinct part of building, its own principal in- 
dependent of the senior high school principal, its own peculiar pro- 
gram and course of study, and most of all its own peculiar objects to 
be attained, these last differing to a very considerable extent from 
those of either the school above or below. « 

Among others there are two very pronounced weaknesses common 
in school work as it is now administered. It is usually safe to say of 
any class under the traditional type of organization that from a third 
to a half of the members might do approximately double the work and 
be better for it; that as it is they are being trained to dawdle rather 
than to exert themselves in a vigorous, effective manner. At the same 
time it is likely that there are some who are being dragged along over 
work too difficult for them in the vain effort to equalize so as to fit 
the whole. That is, the work is not adapted to the capacities and ap- 
titudes of the students as it should be. 

Another serious fault is that students are passed through the school 
and turned out without any definite ideas of- the great lines of work 
which people follow for a living upon which to base a judgment as to 
their own fitness or liking for any particular occupation. 

It is believed that the 6-3-3 type of organization would lend itself 
much more readily to meeting these defects especially in the 7th and 
8th grades than is possible under the present system with its subjects 
and methods so bound and hampered by tradition that it is almost 
impossible to bring about a real change. 

This new organization is as yet free to act in almost any direction. 
It is not yet out of the experimental stage. In large schools it should 
be very easy to gather together many groups of like abilities and in- 
clinations and give work accordingly. A comparatively few groups so 
formed, even as few as three, in any given subject would so nearly 
meet individual aptitudes that there should be a great improvement 
over what is possible in indiscriminate sectioning. At the same time 
promotion should be by single subjects or groups of related subjects, 
instead of by grades as now, so that when a student has completed a 
required amount in arithmetic or any other study he may take other 
work without being held back through not having completed the other 



32 REQUIREMENTS AND SUGGESTIONS 

subjects of his grade. In the present graded system this is difficult, 
to do because it usually implies a change of rooms and a serious inter- 
ference with programs. Through such grouping and promotion it 
would be a comparatively simple matter to either allow the naturally 
stronger in any particular subject to finish sooner or to take a wider 
or more difficult range of work while weaker ones were taking the 
necessary minimum, or another study might be entered upon earlier. 
Students strong in grammar and weak in history would be in the cor- 
responding strong or weak sections. 

The second great weakness mentioned, that of lack of vocational 
instruction, should be dealt with to an extent, at least, in the same- 
manner except that there should be a still greater measure of indi- 
vidualization. After a boy has made a fair effort in working with 
tools and has demonstrated to his own and his teacher's satisfaction 
that his tastes lie in other directions he should be allowed to try some 
thing else as commercial work or agriculture. It may finally develop 
that he should prepare along academic or professional rather than in- 
dustrial lines. In short the junior high school form of organization as 
outlined above would seem peculiarly well-adapted to (a) give a good, 
academic preparation for either continued, study or for meeting the 
more common business, social and civic demands of life; (b) to give 
sufficient practice in a few of the great classes, of occupations by 
which people live to form a basis of judgment as to what will be 
worth while to either try as a trade or to specialize toward in the 
senior high school; (c) to give such a knowledge of many special oc- 
cupations, the nature of the work, wages, cost of preparation for, op- 
portunities they offer for the exercise of true citizenship, etc., that a 
choice may not be made blindly or through a mere haphazard fancy- 
To secure these results, however, will require much more attention 
to industrial work than is now given; probably from one-fourth to 
one-third of the school time will be none too much even though there 
were considerable correlation with academic subjects additional. It. 
will also require more rooms and better industrial equipment than is 
now generally allowed for such grade work. The expense will prob- 
ably be considerably increased unless the junior and the senior schools 
are so located and their enrollments are such that equipment can be 
used in common. 

Different plans in regard to buildings for junior and senior high 
schools, dependent largely upon local conditions, are being worked 
out in localities both in our own and other states. One now in use 
at Menominee, Michigan, places separate buildings near enough to- 
gether to perimt of use by either school of an assembly room, gym- 
nasium, laboratories and shops. A second, proposed at Waukesha, is 
a single large building for the two schools with shops, assembly room, 
and gymnasium which may be used in common or separately. A third 
plan is that for the two junior high schools of Kenosha in which each 
school is in a large building with the lower grades, while the senior 
high school is at considerable distance. Still a fourth, probably the 



RELATING TO HIGH SCHOOLS OP WISCONSIN 33 

advisable provision Where schools are large, is a distinct building fully 
equipped for the junior high school alone. This is the plan favored 
in the larger cities of California. 

A real junior high school, then, means much more than mere de- 
partmental instruction in the usual courses of study or the incorpora- 
tion of the 7th or 8th grades with the high school. 

The junior high school should provide especially as follows: 

1. For the grouping of students of like abilities and inclinations, 
and for ready transference from group to group or from subject to 
subject as reasons for such become evident. Especial opportunity 
should be afforded for "try-outs" in industrial and probably some 
academic lines of work. 

2. A system of credits such that exceptional ability in some lines 
should to some extent offset weakness in some others. 

3. A definite course of instruction in many of the great life occupa- 
tions to help students to, in a measure, "find themselves" so that they 
may better either know what to do if they leave school or select a 
part of their work in the senior high school with a view to preparing 
for some definite trade or occupation. 

4. Definite opportunity for creating a general school spirit to modify 
the strong class or grade distinctions existing in the present system. 
General exercises without regard to classes, grades, or departments; 
assignment of subjects to deserving students with regard to grades or 
years; flexibility of promotion from grade to grade; cooperation of 
the teachers are among the means which may be used for this purpose. 

In addition to the above the junior high school should make provi- 
sion for pupils of the fifth and sixth grades who on account of ab- 
sence from school, repeated failures or other causes have grown so 
old as to make their enrollment with younger children undesirable. 
In many cases it will be found that such students will fit in with 
some of the regular classes. If necessary, however, special groups 
should be formed to meet the needs of such retarded boys and girls. 
Most communities will probably be willing to bear the comparatively 
small additional expense if they are made to understand what it is 
for. 

It will probably not be feasible for schools to fully meet these con- 
ditions at once but they should be kept constantly in mind as ends to 
reach, and year by year there should be a gain in meeting the needs 
of individual students in the directions indicated. 

The following from the announcements of the junior high school of 
Kansas City, Missouri, for the year 1916-17 will illustrate what is 
meant by some of the above purposes and what is being attempted by 
the foremost junior high schools. 



34 



REQUIREMENTS AND SUGGESTIONS 



COURSE OF STUDY 

Six courses of study are offered : English, English-German, English- 
Latin, Industrial and Household Economics and the Business Course. 
The Composite arrangement of courses by years is as follows: 



FIRST YEAR Pds 

English 5 

or 
English-German 5 

Language 

Composition 

Spelling 

Reading 

Literature 

Social Studies 5 

Arithmetic 5 

Geography 5 

Shop Work 5 or 10 

Dom. Art 5 or 10 

Chorus 5 

Orchestra 5 

Typewriting 5 



SECOND YEAR Pds 

English 5 

or 
English-Latin 5 

Language 
, Composition 

Spelling 

Reading 

Literature 

Social Studies 5 

Math. Arith., El. Algebra 

and Geometry 5 

Shop Work 5 or 10 

Domestic Art 5 

Domestic Science 5 

Chorus 5 

Orchestra 5 

Typewri ting 5 

Mechanical Drawing 5 

Physical Welfare: 

Hygiene 2 

Gymnasium 3 



THIRD YEAR Pds 

English, English-German 

or 
English-Latin 5 

Language 

Composition 

Spelling 

Reading 

Literature 

Business English 5- 

Math. Arith., El. Algebra 

and Geometry 5 

Shop Work 5 or 10 

Domestic Art 5 

Domestic Science 5 

Chorus 5 

Orchestra 5 

Typewriting 5 

or 

Typ. 3, Shtd. 2 5 

Physical Welfare: 

Hygiene 2 

Gymnasium 3 

General Science 5 

Bookkeeping 5 

Mechanical Drawing 5- 



DISTINCTIVE FEATURES OF THE SCHOOL ORGANIZATION 

The school day is divided into five periods of sixty minutes each, 
thirty minutes for recitation and thirty minutes for supervised study 
with a noon intermission of one hour. 

Exploration of Subject Matter 

Every pupil is required to carry five periods of work. No hard or 
fast rules are adhered to in the assignment of studies, excepting that 
all pupils are required to carry some form of language work, straight 
English, English-German, or English-Latin. Some pupils because of 
their previous record are allowed to omit from their original assign- 
ments certain traditional subjects. When, after a fair trial, it is found 
that a pupil shows no ability in the subject of study and that it is 
not likely to forward him in his probable destiny or career, he is given 
a more advantageous assignment. The assignment of many students 
is predominately of the motor type of work. 



Homogeneous Grouping 

In the academic studies all pupils showing about the same ability 
are grouped together. Under this system of organization, each year 
has five different moving groups, ranging from the accelerated to the 



RELATING TO HIGH SCHOOLS OP WISCONSIN 35 

distinctly retarded. A special effort is being made to adapt the con- 
tent and the range of the course to the group. Retarded pupils are 
given a chance to carry the work of the advanced grade in one of the 
slower moving groups. We have found this gives them a new lease 
on their school life and stirs them to greater effort. The physiological 
age is frequently the basis for this trial. 

Grading System 

Pupils of each group are ranked, not graded according to a stand- 
ardized system of marking. The requirements for a passing rank or 
grade are determined by the ability of the group.' This permits pupils 
to progress, who under the old type of school were doomed to inevit- 
able failure. This system of grouping and ranking also stimulates 
each to his maximum effort and furnishes opportunity for leadership 
even in the retarded groups. 

Special Courses 

The students selecting the English-German or the English-Latin 
courses are not required to take a separate course in English; the 
work in the English being combined with the work in the Foreign 
language. The main purpose of these courses is to give the pupils a 
better working knowledge of the English language. 

Home Room 

The first hour teacher of each pupil is known as the parent-teacher. 
This parent-teacher acts as special sponsor and advisor to her group 
of pupils, exercising authority over their absence and conduct. In 
order to understand as fully as possible the environment of each, she 
makes personal visits to each home, meeting the parents and acquaint- 
ing herself with home conditions. She endeavors during these inter- 
views with the parents to learn of their ambitions for their children 
and of the aims of the child himself. By becoming thus acquainted 
with her pupils, the advisor is able to help them in their studies, in- 
fluence their school habits, and advise them as to choice of work. 

Physical Education 

The first and second year students are required to spend three 
periods each week in the gymnasium and two periods in the class- 
room studying hygiene and sanitation. The gymnasium work is 
largely of the corrective type. All first year students are given light 
gymnastics in the hal's twice each week for a period of ten minutes. 

The large playground and the small city park adjoining the grounds 
(which is soon to be graded) has made possible a supervised play- 
ground organization. The entire school enrollment is divided into 
teams which are scheduled to play on certain courts on certain days. 



36 REQUIREMENTS AND SUGGESTIONS 



Motivated Cooking 

A cafeteria operated in connection with the domestic science depart- 
ment prepares lunches for about two hundred persons daily. This 
gives the girls a practical training in preparing simple and nutritious 
meals that is not possible when small quantities of different kinds of 
food are cooked. 

Vocational Education 

The fact that students of this age have little conscious knowledge of 
themselves and less experience with the world explains why so many 
pass through a kaleidoscopic desire to follow a variety of callings. 
This, together with the fact that fifty per cent leave school before the 
completion of the eighth grade makes it all the more mandatory that 
the Junior High School strive to eliminate as many of these fluttering 
desires as possible by focalizing the students desires and efforts in 
certain major directions through book study, local surveys and the 
various shops of the school. With this in view the English department 
has conducted a general survey of the industries of the city, studying 
the possibilities and the fundamental processes underlying many lines 
of work. 

Because of the recent organization of the school a complete voca- 
tional program has not been worked out. In another year more shops 
will be added to our present equipment for the purpose of giving the 
second year students a six weeks' trial in several lines of work. 

This preliminary work is to be followed in the third year by a defi- 
nite selection of one of the shops for more concentrated work. This 
plan of definite selection does not mean that the life work is neces- 
sarily determined, but rather that an undecided life may work along- 
some purposeful line of work until a definite choice is made. "To fix 
one's purpose fairly near the right goal at an early age, and provide 
a course leading in that direction, is to furnish inspiration and am- 
bition and motive power to one's work." 

As Dr. Eliot states: For children between the ages of twelve and 
sixteen it is particularly important to provide various forms of train- 
ing which they can see will be of use to them in after life. 



RELATING TO HIGH SCHOOLS OF WISCONSIN 37 



THE SIX-SIX PLAN 

Schools with an enrollment in the high school and 7th and 8th 
grades too small to justify a distinct organization of the 7th, 8th and 
9th grades into a junior high school may often be able to secure many 
of the advantages of the 6-3-3 plan by combining the 7th and 8th 
grades with the high school and administering the work of the whole 
practically as a six year high school. The six grades below would 
then form the graded school as in the 6-3-3 plan. 

The following are possible advantages of this 6-6 grouping over the 
regular graded system: 

1. It avoids the present break between the 8th grade and the high 
school and is likely to increase the tendency to remain in the school 
at least through the ninth grade. 

2. It facilitates departmental teaching and promotion by subjects 
rather than by grades. 

3. It gives an opportunity for the earlier introduction of certain 
subjects into the course of study. 

4. It brings the student earlier into touch with the atmosphere and 
spirit of the high school. 

Whether or not these advantages can be secured under this system 
enough better than under the usual graded system to offset some dis- 
advantages of discipline, loss of personal influence of teachers and 
others will depend often on local conditions. In all cases its success 
will be measured very largely by the efficiency of administration and 
the disposition and ability of teachers. It may be that in some even 
small schools the 7th, 8th and 9th grades can be provided for as fairly 
distinct organizations and thus still more nearly approach the junior 
high school in purpose and methods. 

It is proper to state here that at present the free high school law of 
the state recognizes only four-year high schools. Any special high 
school aid must be based on expenditures for the 9th, 10th, 11th and 
12th grades. 

The plan of sixty minute periods with supervised study is still In 
an experimental stage and is not an essential feature of a junior high 
school. While a part of the time of each of these periods is used for 
study, the time is so short that there is necessity for a considerable 
amount of additional preparation in the heavier academic subjects. 
The plan also conflicts with the requirement of seventy minutes daily 
for the vocational courses unless additional time is provided for these 
subjects. 

Any tendency in connection with this plan to shorten the usual 
school day should be avoided. The trend of educational opinion is 
toward a lengthening rather than a shortening of this work day. 
Many schools are beginning as early as eight in the morning and some 
are extending the day to four-thirty. 



38 



REQUIREMENTS AND SUGGESTIONS 



A plan of a junior-senior high school which has many good points 
has recently been adopted at Ripon. The two schools are provided 
for in the same building but under separate organizations. The course 
of study will not only furnish suggestions for the three-three plan, but 
will serve to some extent as a guide to smaller schools which are bet- 
ter adapted to the six year high school plan. 



Course of Study Junior High School 
Seventh Year — Both Semesters 



Required 


Units 


Elective 


Units 


English 

Arithmetic 

Geography 

History 

Music 

Physical Education 


1 
1 
1 
1 
.2 
.2 


German 

Manual Training 

Domestic Science 

Agriculture 

Typewriting 


1 
1 

1 
1 
1 


Eighth Year — Both Semesters 




Required 


Units 


Elective 


Units 


English 

Arithmetic 

Elementary Science 

History and Civics 

Music 

Physical Education 


1 
1 
1 
1 

.2 


German 

Manual Training- 
Domestic Science 
Agriculture 
Typewriting 


1 
1 

1 
1 

1 




Ninth Year 




First Semester 




Second Semester 






Required 




Subject 


Units 


Subject 




English 
Algebra 
Elementary Biology 


1 
1 

v 2 

Elective 


English 
Algebra 
Botany V 2 




General Science 

Domestic Science 

Manual Training 

German 

Latin 

Arith. Commercial 

Music 

Physical Education 


y 2 
i 
i 
i 

i 

y 2 
% 


Farm Plant Life % 
Domestic Science 
Manual Training- 
German 
Latin 

Bookkeeping 
Geography 
Music 




Notes. 
1. Penmanship and spelling 


classes will be 


Physical Education 

arranged for students deficient 


in those 



subjects throughout the three years. 

2. Combining the required subjects with one of the elective subjects will give the 
average student a full year's work. 

3. Except where otherwise specified, the unit given is for a full year's work. Studies 
which are but half year subjects are indicated by appropriate mark. 

4. Close analysis will show distinct courses, viz., Academic, Industrial, Agricultural, 
and Commercial. It is hoped that during the three years a student will "find himself," 
sufficiently to enable him to pursue the last three years with profit or if obliged to 
terminate his education at the close of the ninth grade, he will have discovered to a 
certain extent the line of work for which he is adapted. 

5. The requirements for graduation shall be fourteen units. 



RELATING TO HIGH SCHOOLS OF WISCONSIN 



39 



Senior High School 





r 


renth Year 




First Semester 


Units Second Semester 


Unit 






Required 




English 

Ancient History 
Plane Geometry 




English 

Ancient History 
Plane Geometry 


1 
1 
1 




Elective 




German 

Latin 

Bookkeeping 

Farm Plant Life 

Manual Training . 

Domestic Science 

Music 

Physical Education 


y 2 

y 2 
y 2 


German 

Latin 

Physiology 

Soils and Crops 

Manual Training 

Domestic Science 

Music 

Physical Education 


1 

1 

% 

1 
1 

1 



Eleventh Year 



First Semester 



Second Semest.er 



English 



Required 

English 



Elective 



Medieval and Modern History 

Chemistry 

German 

Latin 

Animal Husbandry 

Domestic Science 

Manual Training 

Stenography and Typewriting 

Music 

Physical Education 



Medieval and Modern History 1 

Chemistry 1 

German 1 

Latin 1 

Animal Husbandry 1 

Domestic Science 1 

Manual Training 1 

Stenography and Typewriting i 

Music y 2 

Physical Education Vi 



Twelfth Year 



First Semester 



Second Semester 



Physics 

American History and Civics 



Required 

Physics 

American History and Civics 



Elective 



English 

Farm Mechanics 

Sinography and Typewriting 

Business English 

Music 

Physical Education 



English 

Farm Management 

Stenography and Typewriting 

Social Problems 

Music 

Physical Education 



i 
1 

1 
Vt. 
% 
% 

Note. 

1. Four units shall constitute a year's work and twelve units shall be required for 
graduation. 

2. As in the Junior High School there are the lour distinct courses. When one is 
commenced in the tenth year it should not be changed except upon direct request of the 
parent, and approved by the superintendent. 

3. The hour period of supervised study and recitation shall be used throughout the 
Junior and Senior High School so far as is possible, consistent with the nature of the 
work. 

4. A' number of the electives listed in the two high schools will not be available in 
1917-18 but will be added from time to time as facilities will permit. 

5. The plan of school credit for home work will be continued as introduced in 1916-17 
.and will b? open to any one in either school. 



40 REQUIREMENTS AND SUGGESTIONS 

GENERAL SUGGESTIONS 
The High School Library 

1. The instructions and suggestions with regard to the high 
school library in the High School Manual should be carefully read. 
This applies especially to the teacher-librarian and English teach- 
ers. See also Score Card for High School Libraries, enclosed here- 
with, or previously sent. 

2. Teacher-librarian. It is expected that in every high school 
some one member of the faculty shall have charge of the library 
and be held responsible for its proper organization, condition, and 
administration; also for its use, in so far as this legitimately de- 
pends upon the efforts of the librarian. In most high schools, the 
librarian will of necessity do some teaching, and to designate such 
a position, the term teacher-librarian is here used. In all cases, a 
reasonable time allowance for the library work should be made so 
that the work may be properly done without overloading the 
teacher-librarian with work. In the smaller high schools, one reci- 
tation period or more per day should be devoted to this work. In 
the larger high schools, a trained librarian should devote all her 
time to the library and the library instruction to . be given to the 
students. 

Beginning with the school year 1919-20, it is expected that 
every high school in the state will employ a teacher-librarian who 
has had the library training represented by the course for teacher- 
librarians in the University of Wisconsin, or its equivalent. Prin- 
cipals of high schools should plan to meet this requirement by that 
time, or sooner if feasible. 

High schools employing a trained librarian who devotes all her 
time to the library work, also those high schools which have an 
arrangement by which a trained librarian from the public library 
works at least an hour each day in the high school library will be 
considered to have met this requirement. 

3. Library lessons. A course of lessons on the use of books and 
reading should be given to every freshman class, so that the stu- 
dents may put it into practical use during the high school course 
and thus get a training valuable for life purposes. The lessons 
should be given once or twice a week until the course is completed. 

For the purposes of such lessons, use should be made of the de- 
partment publication Lessons on the Use of the School Library. To 
supplement this publication, the following titles are recommended: 
Instruction in the Use of Books and Libraries, by Fay & Eaton, 
Boston Book 'Company, $2.25; Reference Guides That Should be 
Known and How to Use Them, by F. M. Hopkins, Willard Co., De- 
troit, $1.50; Practical Use of Books and Libraries, by G. O. Ward, 
Boston Book Co., $1.25. 

Wisconsin Library Bulletin, issued monthly, free to all libraries 
of the state. Wisconsin Free Library Commission, Madison. 



RELATING TO HIGH SCHOOLS OF WISCONSIN 41 

4. Organisation and Condition of the Library. See Score Card 
for H'gh School Libraries. Much can be done of value in organiza- 
tion before the library is catalogued. In fact, cataloging the library 
should not be undertaken until it can be clone correctly. Classifica- 
tion is not so difficult, and it should be done as soon as at all feasi- 
ble. 

5. Use of the High School Library by the Students. The use 
made of the library is the final test of its value. Students should 
be trained to use the library on their own initiative and to find mate- 
rial, as a rule, without specific page references. General reading 
should be largely on the voluntary basis. Required reading should 
leave room for considerable choice among the various classes of 
books. The plan of the Wisconsin Young People's Reading Circle 
is recommended for this purpose. 

Use of the high school library by the community. In communities 
not having the advantages of a public library, the public should be 
encouraged and helped to make use of the resources of the high 
school library. Students may well serve as intermediaries between 
the school and the home for this purpose. Definite hours when the 
public may draw and return books should be announced. Books and 
periodicals should, to an extent, be added to the high school library 
with this use in view. 

Making use of the public library. If there is a public library 
in the community, its resources should by all means be made use of 
by the high school. However, it is a mistake to depend largely 
upon the public library for reference material. Every high school 
should have at least a good library for reference and collateral 
reading. The public library may be utilized for much of the gen- 
eral reading and for supplementing the high school reference and 
collateral reading collection. 

Records 

Careful records should be kept of attendance and scholarship, and 
school boards should supply material for keeping such records in a 
durable, safe, and convenient form so that the data for any individual 
stuient may be readily found even though called for years after he 
has left the school. Suitable record books can usually be obtained at 
reasonable rates from school supply houses. 

In place of record books many schools use a card system of records. 

Provide a case of at least two drawers with lock and key. These 
cases can be had to order to fit any size of card. Transfer cards to 
separate drawer when pupils withdraw or graduate. The back of the 
card can be used for further data.. A special card for final standings 
is sometimes provided for safety. 

The following is a form of card used in one of the prominent high 
schools of the state. It can be easily modified to meet local conditions 
as desired. This card is 5 in. by 8 in. 



42 



REQUIREMENTS AND SUGGESTIONS 



O 

o 
a 
o 

■Tl 



S «! 



55 I ft. HJ 





E 


:: :\ :::::: : : :* 


: : : 


', ■ 


t-J 


y. 











> 










> 










> 








CO 

"3 


M 






' 


o 


in i :::::::::::: 
M i :::::::•:::: 






W 


M 1 i .! ; ; ; ; i i i ; i i i i i 






u 

3 
W 


Man'l Train- 
ing, I 

Man'l Train- 
ing. II 

Man't Train- 
ing, III 

Physiology 

Spelling, 

Pen., etc 

Stenog. & 

Typew. Ill . . 
Stenog. & 

Typew. IV... 

Theory & Art.. 














£ 




















> 










K* 










> 










£ 










M 










- 








5 
S 
ai 


English IV, 
Geography, 

Com'l 

Geography, 

Phys 

Geometry, 

Piano 

Geometry, 

Solid 

German III 

German IV 

History, Anc't. 

History, Eng.. 

History, Med.. 
History, 

U.S. III. .. 
History, 

U. S. IV 

Latin 1 


Latin II 

Latin IV. 












E 














































> 


























> 


























> 
































H 


























K 


























M 




















U 

3 
03 




















Algebra, El 
Algebra, Ad 
Arithmetic. 

Bookkeep- 
ing, El... 

Bookkeep- 
ing, Ad.. 

Chemistry . 

Civics 

Commercial 

Law 

Domestic 

Sci.. I ... 
Domestic 

Sci., II... 
Domestic 

Sci., III. 

Economics. 


English I . . 
English II.. 
English III 





RELATING TO HIGH SCHOOLS OF WISCONSIN 43 



High School Reports 

1. Copies of previous reports should be on file in the office of the 
principal and these should be carefully studied as a preparation for 
the report to be made at the end of the year. Records for some of the 
items should start at the beginning of the year. 

2. High school accounts should be kept separate from grade accounts, 
so that at the end of the year it may be possible to state the total ex- 
pense for the maintenance of the high school. A careful division of 
the salary of the supervising principal and of high-school teachers 
who do work with the grades, should be made between the high 
school and the grades, since this is necessary in computing the pro- 
per apportionment of state aid. 

3. An inventory of the general and special equipment and of the 
library should be taken at some time near the close of the year, so that 
the values may be given as called for in the report. 

4. It is expected that a fair allowance will be made from the special 
aid each year for library and equipment, and a failure to do this may 
legally cause a loss of a whole or a part of the aid. Reports show an 
especial neglect of the library in some places last year. Such places 
as made little or no appropriation last year for this purpose, should 
attend to the matter at the beginning of the school this year. After 
the equipment and the library are up to the minimum requirements, 
from fifty to seventy-five dollars will be needed for each year in schools 
of moderate size. Schools with more than five or six teachers will 
need a larger amount. 

Sanitary Conditions of Buildings 

The high school principal should see to it, at the beginning of the 
year especially, that the janitor service is such that all rooms and out- 
buildings are kept clean and in good order. The use of a sweeping 
compound is required by law wherever ordinary sweeping is done. 
Toilets and outbuildings should have frequent attention. Marks or de- 
facements of any kind should be promptly removed, and if found neces- 
sary, the principal should arrange one or two special talks in which 
pupils are urged in a tactful way to cooperate in keeping toilets in 
perfect condition. It is expected that toilet paper shall be provided in 
all high schools. Wash places and paper towels should also be furn- 
ished in some convenient place. The cost . of paper towels and toilet 
paper has become so small that any school can easily afford to supply 
them if they are used with reasonable care. It is the duty of the prin- 
cipal to see that these matters are properly looked after. Slovenly 
conditions are an indication of looseness in the management of the 
school. The State Board of Health issues a special bulletin on "Rules 
Relating to Sanitary Care of Schools." These rules have the force of 
&w. The following should be given special attention: 

1. Rule 20. Air and Floor Space, p. 2. 

2. Rule 22. Ventilation, p. 3. • 



44 REQUIREMENTS AND SUGGESTIONS 

3. Rule 24. Lighting, p. 3. 

4. Rule 25. Sweeping and Cleaning, p. 3. 

5. Rule 27. Toilets, p. 4. 

Each principal should secure a copy of this bulletin by writing to 
the State Board of Health, Madison. Every schoolhouse should com- 
pare favorably in the matter of sanitary conditions, both inside and 
out, with the best homes in the community. 



School Organization 

Principals who are responsible for supervision of the grades should 
be allowed enough time from high school work for visits of sufficient 
length to enable them to thoroughly inspect the work and give such 
assistance as grade teachers need. It is the duty of the school board 
to see to it that such supervision is given. In a school of not more 
than four or five grade rooms, it is possible for the principal to give 
this supervision and at the same time conduct classes in the high 
school four or five periods a day. It is believed that even in the larg- 
est schools the principal ought to teach at least one class for the sake 
of the personal contact and sympathy which comes alone through class- 
room relations. 

Instructors should not, with rare exceptions, be expected to teach 
more than six periods a day, and class periods should be at least forty 
minutes in length in the clear, possibly excepting very small classes, 
and certain exercises- in spelling, penmanship, etc. In smaller schools 
where there are few teachers the number of classes may be reduced to 
the limit stated above, by combining third and fourth year classes anc 
alternating the subjects, provided the combination does not result in 
over twenty or twenty-five pupils in any class. Only in exceptional 
cases should any section be allowed to contain more than twenty-five 
pupils. 



Teaching Problems and Professional Reading 

It is strongly urged that each principal arrange for a series of 
teachers' meetings at which not only the business side of the school 
is considered, but at which a relatively large amount of time is ■ given 
to the discussion of current educational questions. A bulletin relat- 
ing to "Teachers' Meetings" was issued by the State Superintendent 
in 1916. Copies of this may be had on request. In this will be found 
many helpful suggestions about plans for teachers' meetings. 

There has perhaps never been a time when more important prob- 
lems relating to secondary education were pressing for solution than 
at the present time. Every superintendent and every teacher should 



RELATING TO HIGH SCHOOLS OP WISCONSIN 45 

be studying these current questions and contributing something to 
their solution. Especially should each teacher be studying them in 
relation to his or her own classroom problems. There is no oppor- 
tunity equal to the teachers' meeting for the discussion of these ques- 
tions and for the stimulus to educational growth which comes from 
exchange of ideas and discussion of current literature. 

Among these pressing secondary school problems may be mentioned 
especially the following: The junior high school plan, the six-six 
plan, supervised study, adaptation of subject matter and methods to 
the needs of pupils and to community life, how to make tests and ex- 
aminations effective in testing ability, recent movements in vocational 
education, recent educational legislation and its bearing on local prob- 
lems, types of learning and their relation to classroom instruction, 
effective drill work in secondary instruction, the problem method of 
teaching, the socialized recitation. 

An unusual number of valuable books have appeared within the last 
few years along the line of secondary school problems. An excellent 
bibliography of such books appeared in classified form in the April, 
1917, number of the School Review under the title "Professional 
Reading of the High School Principal." In this list the following 
books are emphasized as especially valuable by a large weight of 
authority: 

1. Dewey. Democracy and Education, Macmillan, 1916, pp. 434. 

$1.40. 

2. Parker. Methods of Teaching in the High School, Ginn, 1915, 

pp. 529, $1.50. 

3. Johnston. The Modern High School, (Rev. Ed.) Scribner, 1916, 

pp. 847, $1.75. 

4. Judd. Psychology of High School Subjects, Ginn, 1915, pp. 515, 

$1.40. 

5. Monroe. Principles of Secondary Education, Macmillan, 1914, 

pp. 790, $1.90. 

6. Davis. Social and Moral Guidance, Ginn, 1914, pp. 303, $1.25. 

A very valuable contribution to problems of secondary education has 
just appeared in the Riverside Series of Textbooks on Education. 

7. Snedden. Problems of Secondary Education, Houghton-Mifflin. 
It is desirable that these books should be in the high school library. 

At the same time, every teacher ought to be building up a personal 
library of good professional literature. 

Several valuable school journals are now devoted to secondary edu- 
cation and every high-school teacher ought to keep in touch with what 
is appearing in at least one of these. The following list is suggested: 

School Review. University of Chicago Press, $1.50. Published 
monthly except July and August. Managing Editor, R. L. Lyman. 

Educational Review. Educational Review Publishing Co., Easton, 
Pa., and New York, $3.00. Published monthly except July and August. 
Editor Nicholas M. Butler. 



46 REQUIREMENTS AND SUGGESTIONS 

Educational Administration and Supervision. Warwick and York, 
Lancaster, Pa., and Baltimore, Md., $2.00. Published monthly except 
July and August. Managing Editor, C. H. Johnston. 

General Science Quarterly. 'Published four times a year — in Novem- 
ber, January, March and May by W. G. Whitman, Salem, Mass., $1.25. 

School Science and Mathematics. Published monthly except July, 
August, and September, 2059 East 72nd Place, Chicago, $2.00. Editor, 
Charles H. Smith. "Official Organ" of Central Association of Science 
and Mathematics Teachers. Subscription price included in member- 
ship fee. 

English Journal. Monthly except July and August, $2.00. Univers- 
ity of Chicago Press, Chicago, 111. 

Every high-school teacher and principal should be familiar with the 
publications of the National Educational Association and of the U. S. 
Bureau of Education. The head quarters of the former have just been 
removed from Ann Arbor, Michigan to 1400 Massachusetts Ave., Wash- 
ington, D. C, and former President J. W. Crabtree of River Falls Nor- 
mal has been made secretary. This association publishes a monthly 
journal — The Journal of the National Educational Association — Sep- 
tember to June. This journal publishes the papers given before the 
National Association both at the summer meeting and at the winter 
meeting of the Department of Superintendence. The contents of the 
journal appear complete in the annual volume of the proceedings. 
This volume is issued free to all active members of the association. 
Schools may become institutional active members and receive the 
publications regularly by keeping up an annual membership fee of 
$2.00. High schools ought to secure these volumes for their libraries 
and teachers and principals should be familiar with their contents. 

The United States Bureau of Education, Washington, D. C, is pub- 
lishing a number of most valuable educational bulletins each year. A 
monthly record of current educational publications is furnished on 
request. High school principals should have their names on the list 
to receive this monthly record. The bulletins may be obtained free 
so long as the free supply lasts, but afterward they may be obtained 
from the Superintenient of Documents, Washington, D. C, at a nomi- 
nal price of from 5 to 20 cents each. 

The following of these bulletins are of special importance to high- 
school teachers: 

Bulletin No. 41, 1913. The Reorganization of Secondary Education. 
" No. 23, 1915. The Teaching of Community Civics. 

No. 10, 1916. Needed Changes in Secondary Education, C. 

W. Elliott and Ernest Nelson. 
No. 21, 1916. Vocational Secondary Education. 
" No. 28, 1916. The Social Studies in Secondary Education. 
" No. 2, 1917. Reorganization of English in Secondary 
Schools, James F. Hosic. 

No high-school teacher can hope to cultivate a healthy professional 
spirit by which educational growth is possible without keeping in 



RELATING TO HIGH SCHOOLS OF WISCONSIN 47 

touch with these current materials. These are the tools of the effec- 
tive teacher quite as much as the text and reference books which are 
the direct basis of classroom instruction. Much of the dead, bookish 
and formal work so common in the schools exists because many teach- 
ers are not keeping alive and growing with reference to these current 
helps and vital materials. It is hoped and expected that Wisconsin 
high-school teachers will be in the very front rank in these matters. 

Apparatus 

Apparatus should be selected for service, not for show. Hence every 
piece purchased should be substantially made and should be well cal- 
culated to aid in the study of some important physical principle. Gen- 
erally, in purchasing a first equipment it will be best for schools to 
be guided in the selection by such a list as that presented below. The 
list includes standard apparatus, that has come into use in the best 
high school laboratories of the country. It represents a fairly good 
equipment for a new high school, both for variety and for complete- 
jiess, but should be added to as the school advances. 



GENERAL EQUIPMENT 

Set of up-to-date geographical maps. 
Set of historical maps. 
Large pendant globe, at least 18". 
Library reading table. 
Railroad map of Wisconsin. 
Large government map of United States. 
Set of physiological charts. 
Topographic maps U. S. Geological Survey. 
Magazine rack. 

A lantern outfit is very desirable. 

Collections of rocks, minerals and other illustrative material should 
ibe accumulated as rapidly as possible. 

Special Laboratory Equipment 

physics 

For work in general physical measurement. 
Meter sticks sufficient to supply class. 
Graduated glass cylinder, 500 cc. 
Graduated glass cylinder, 100 cc. 
Graduate English measure. 
Set English measures. 
Set liter measures. 
Balance. 



4,3 REQUIREMENTS AND SUGGESTIONS 

Horn pan balance, 6 in. 

Spring balance, 30 lb., 15 kg. 

Three spring balances, 8 oz., 250 g. 

Set universal iron weights with hooks 10 g. to 1 kg. 

Set brass weights in block, 100 grams to 1 centigram. 

Set avoirdupois weights, 1 oz. to 2 lbs., with hooks. 

Iron support. 

Iron tripod. 

For work in mechanics of solids. 

Set pulleys — 1 fixed single, 1 mov. single, 1 each double, 1 triple^ 

Wheel and axle. 

Iron ball 4 in. in diameter, with hook. 

Small brass ball with hook to use for experiments with pendulum. 

For work in mechanics of fluids. 

Universal Hydrometer, that is one that may be used for liquids- 

either lighter or heavier than water. 
Boyle's law tube. 
Set capillary tubes. 
Air pump. 
Barometer tube. 
Pascal's vases. 

For work in sound. 

Sonometer or violin. 

Several tuning forks of different pitch. 

Tall glass cylinder without lip, 50 cm. or more high. 

Whirling machine. 

Savart wheel for whirling machine, 4 rows holes. 

Chladni's plate with clamp. 

Cello bow for Chladni's plate. 

For work in heat. 

Thermometer 3 scale. 
Two chemical thermometers, double scale. 

Glass bulb, about 100 cc, with long stem for use as air thermom- 
eter and for study of liquid and gas expansion, etc. 
Double or water bath boiler. 
Ball and ring for studying expansion of solids. 
Pulse glass. 

For work in light. 
Lamp. 

Concave and convex mirror. 
Set lenses. 
Glass prism. 
Color tops. 
4 in. reading glass. 



RELATING TO HIGH SCHOOLS OF WISCONSIN 49 

For work in electricity and magnetism. 

Glass rod, rubber rod, catskin, and pieces of flannel and silk cloth. 

Electroporus. 

Insulated conductor. 

Leyden jar. 

Demonstration voltaic cell. 

Several dry cells. 

Bar magnets in box. 

Horseshoe magnet. 

Electro magnet. 

Primary and secondary coil. 

Induction coil, ^ in. spark, sliding coil. 

D'Arsonal galvanometer, cheap form. 

Magnetic compass. 

Resistance box 1 to 100 ohms (cheap form). 

The following are some of the pieces which should be added as soon as 
circumstances will permit: 
Model steam engine. 
Electric bell. 
Telephone. 
Telegraph. 
Dynamo and motor. 
Static electric machine. 



Chemistry 

^General Apparatus. 

1 Babcock tester. 

2 Balances, sensitive to 1 c. g. 
100 Bottles, reagent 4 oz. 

10 Burettes. 

10 Candles. 

5 Condensers, Leibig. 
10 Cells, Galvanic. 

1 Gross corks, assorted sizes. 

1 Set cork borers. 

6 Cylinders, 200 c. c. 
1 Drying oven. 

10 Lbs. glass tubing, assorted. 
1 Hoffman apparatus. 
1 Magnet, horseshoe. 
5 Mortars, 4". 

1 Microscope. 

4 So., inches plantinum foil, medium. 

5 Platinum wires, 4" long, No. 26. 
5 Pneumatic troughs. 

2 Sheets paper, black, glazed. 
5 Retorts, glass, 500 c. 

2 Lbs. rubber stoppers, No. 0-5, one and two hole. 



50 REQUIREMENTS AND SUGGESTIONS 

5 Thermometers, chemical, 0°-250°. 
10 Tubes, U, 6". 

50 Ft. rubber tubing, 1/4" inside. 
20 Ft. rubber tubing 3/16" inside. 

1 Water bath, 6 holes. 

Individual Apparatus. 
1 Blow pipe. 
1 Brush, test tube. 

1 Burner, Bunsen. 

2 Clamps, burette. 
1 Clamp large. 

1 Crucible, porcelain with cover, No. 00. 

1 Deflagrating spoon. 

2 Evaporating dishes, porcelain, 3". 
1 File, triangular. 

1 Forceps, iron. 

1 Gauze, iron wire, 4", asbestos center. 

1 Holder, test tube. 

1 Pan, agate, 10". 

1 Pkg. filter, paper, 4". 

2 Pinch cocks. 

1 Ring-stand, 3 rings. 

1 Sand bath. 

1 Test tube rack. 

1 Triangle, clay. 

Glassware. 

2 Beakers, 100 c. c. 

2 Beakers, 250 c. c. 

1 Beaker, 500 c. c. 

4 Bottles, salt mouth, 8 oz, 

4 Bottles, salt mouth, 4 oz. 
1 Flask, distilling, 250 c. c. 
1 Flask, Florence, 250 c. c. 

1 Flask, Erlenmeyer, 250 c. c. 

1 Flask, Erlenmeyer, 500 c. c. 

2 Funnels, 60°, 2V 2 ". 

5 Ft. glass tubing. 

1 Graduate, 100 c. c. 

1 Jar, hydrometer, 12"/2". 

5 Plates, glass 4" sq. 

1 Plate, coba'.t glass, 2" sq. 

6 Stirring rods, 8" long. 

1 Test tube, hard glass, 6"/^". 
24 Test tubes, soft glass, 6"/%". 
1 Test tube, soft glass, 8"/l". 
1 Thistle tube. 
4 Watch glasses, 3". 

Chemicals and other supplies as needed- 



RELATING TO HIGH SCHOOLS OF WISCONSIN gj 

Biology 

Equipment and Apparatus. 

A room provided with tables and chairs so , mn o^ «. * 
work with material while seated ab^Se ta^ 
smaller schools, the general science laboratory may be used but wher 
ever possxble a separate laboratory should be provided for the bioTo'v 
In any case the physics tables are not adapted to the bioW work 
In schools which have the agricultural course the bioZl ,L 
cultural work may be carried on very convenient ly * ^ame roo^' 
The followmg apparatus should be provided for the Woto™™' 
1 Compound microscope for every 12 pupils 

1 Dissecting microscope fitted with a 9 x lens for every 2 pupils 
(It possible there should be one for each pupil! and two 
lenses, 6 x and 12 x, are very desirable.) 
Set of dissecting instruments for each pupil as follows: 

2 Needles. i t, • 

1 Forceps air sclssors - 

1 Scalpel.' J * Iedicine Copper. 

1 Small ruler. 

50 Glass slides with cover glasses. 
o0 Test tubes % x 6 inches. 

A few test tubes 1x8. 
25.250 cc. wide mouth bottles with stoppers. 
& Kazors for use of teacher. 

Several battery jai>s and aquaria. 

ht T wilf bTtry t%£ Tt T *° "*>** ** the ^^ »* 
rubber t^^Tia™^;^ *" ClamPS ' ^ **»* 
flat pans or d sh^S Petri d\!' VOlUmeters > evaporating dishes,. 

balance, pie ^^S^f^T^ " d ° Uble **"' "* 
corks. g ' blottin S Paper sheets, cheese cloth. 

iodlne'^utrw £T ^ T^ M f ° n ° WS: alCOho1 ' *~ 
Phuric 1 hme Watei% nitric acid ' hydrocloric acid, sub 

FehHng's solu'on T' « "^ ^ ^^ e ° Sln 0r red ^ 

for ^^t^r^"^ others as the - ach - *- — 

Germinating boxes and seed testing trays can be made. 



.52 REQUIREMENTS AND SUGGESTIONS 



FORMS FOR ESTABLISHING FREE HIGH SCHOOLS. 

DISTRICT FREE HIGH SCHOOLS. 

FORM OF RESOLUTION PROPOSING THE ESTABLISHMENT OF 
A DISTRICT FREE HIGH SCHOOL. 

In order that the question of establishing and organizing a district 

free high school in (joint district No. of the town (or towns) 

of , county, Wisconsin, may be properly sub- 
mitted to the electors, men and women, of said district for considera- 
tion and final determination, the following resolution is proposed for 
adoption : 

Resolved, by the undersigned board of education (or school district 

board) or (joint) school district No. , county, that 

a district free high school shall be established, organized and main- 
tained in said district. The school district clerk is hereby authorized 
and directed to give due notice that this resolution Avill be submitted 
to a vote of the duly qualified electors, men and women, of said school 

district (joint) No. , at the regular annual district meeting 

(or at a special school meeting) to be held in said district on the 
day of , 191—. 

Dated this day of : , 191 — . 



Board of Education (or School District Board). 



FORM OF NOTICE THAT FOREGOING RESOLUTION WILL BE 
SUBMITTED TO VOTE. 

Notice is hereby given to the duly qualified electors, men and women, 
of (joint) school district No. of the town (or towns) of — 



— County, Wisconsin, that in accordance with a resolution 

adopted by the board of education, (or school district board) the fol- 
lowing resolution will be submitted to the vote of the electors of said 
district at the annual meeting (or at a special district meeting) to be 

held on the ■ day of , 191 — : 

Resolved, that a district free high school shall be established and 

maintained in said (joint) district No. , town (or towns) of . 

Dated this day of , 191—. 



District Clerk of District No.- 



RELATING TO HIGH SCHOOLS OF WISCONSIN 53 



FORM OF CERTIFICATE TO BE FORWARDED TO THE STATE 
SUPERINTENDENT TO SECURE A CERTIFICATE OF ESTAB- 
LISHMENT AND ORGANIZATION OF A DISTRICT FREE 
HIGH SCHOOL. 

This certifies that the legally qualified voters, men and women, of 

(joint) school district No town (or towns, or village) of 

county of assembled at the annual school district meeting 

(or at a special district meeting) held on the day of 

191 voted upon and adopted the following resolution submitted 

by the school district board (or board of education) of said school 

district No 

Resolved, That a district free high school be established, organized 

and maintained in (joint) school district No town, (or 

towns, or village) of , county, Wis- 
consin. 

It was hereby further certified that said election was held pursuant 
to law and after due notification and that the electors voted by ballot 
as follows: 

. Total votes for district free high school 

Against district free high school 

Signed: 

-,. . . . , Director. 

, Clerk. 

Treasurer. 



FORM OF PETITION FOR ELECTION FOR ESTABLISHMENT, 
ORGANIZATION AND MAINTENANCE OF A UNION FREE 
HIGH SCHOOL. 

To Chairman of the Town of 

County of : 

We, the undersigned legally qualified school electors of the herein- 
after described territory and constituting at least one-fifth of the total 
number of legally qualified school electors residing within said terri- 
tory, hereby petition that the question of the establishment, organiza- 
tion and maintenance of a union free high school in said territory be 
submitted to the electors thereof as provided by law. 

Description of territory included in the proposed union high school 
district 



Dated this , day of , 191. 



Note. — In case the territory includes an incorporated village the petition 
may be presented to either the village president or to the town chairman. 
(See law.) This petition must be signed by at least one-fifth of the electors 
(men and women) of the proposed district. 



54 REQUIREMENTS AND SUGGESTIONS 



UNION FREE HIGH SCHOOLS 

NOTICE OF ELECTION FOR THE ESTABLISHMENT, ORGANIZA- 
TION AND MAINTENANCE OF A UNION FREE HIGH SCHOOL 
IN TERRITORY NOT INCLUDING AN INCORPORATED VIL- 
LAGE. 

Notice is hereby given that the question of the establishment, or- 
ganization and maintenance of a union free high school will be sub- 
mitted to the electors, men and women, of the following described 

territory at the on the day of 

191 

Description of proposed union free high school district 



Dated this day of ., 191... 

Town Clerk of the Town of. 



NOTICE OF ELECTION FOR THE ESTABLISHMENT, ORGANIZA- 
TION AND MAINTENANCE OF A UNION FREE HIGH SCHOOL 
IN TERRITORY INCLUDING AN INCORPORATED VILLAGE. 

Notice is hereby given that the question of the establishment, or- 
ganization and maintenance of a union free high school will be sub- 
mitted to the electors of such part of the following described territory 

as lies outside of the village (or villages) of 

at 

on the day of , 191 

Description of proposed union free high school district 



Notice is further given that at said election there shall be chosen a 
union free high school board, consisting of a director, a clerk, and a 
treasurer, who shall take their office if said school shall be established, 
the clerk for one year, the treasurer for two years and the director for 
three years, the time elapsing until the first annual union high school 
meeting to be considered as one year. 

Dated this day of 191 

Signed • ... 

Town Clerk of the Town of 

Note.^ — The village clerk (or clerks) must issue a corresponding notice of 
an election in each village.- 

In case a tax levy is to be authorized (according to law) ; this should 
also be inserted in the resolution. 



RELATING TO HIGH SCHOOLS OP WISCONSIN 55 

FORM OF CERTIFICATE TO BE FORWARDED BY ELECTION 
OFFICERS TO TOWN CLERK. 

To Town Clerk of the Town of ' 

, County of Wisconsin. 

We, the undersigned officers of the election held at 

on the .day of , 191 for the purpose of 

voting upon the establishment, organization, and maintenance of a 
union free high school to be composed of the following described ter- 
ritory : 

do hereby certify to you as town clerk of the town of 

that the said election was conducted according to the statutes pro- 
vided therefor. 

The whole number of votes cast was of which 

were in favor of the establishment of a union 

free high school and were opposed thereto, the majority 

being 

We further certify to you that the following named persons were 
voted for as officers of said union free high school district board, and 
that the votes cast for each were as follows: 

r 

Director \ 



I 



Treasurer . 



Clerk 

I 

r 

1 

'I::::::;::::-:::;::;;::;;;:;::;::: 

The following were declared duly elected: 
Director, 

Elected for three years. 
Clerk, 

Elected for one year. 
Treasurer. 

Elected for two years. 
Signed, 



Officers of Election. 



Note. The above certificate of election must be sent by the election offi- 
cers to the clerk of each town and village concerned, and if the question be 
adopted, the result shall also be certified to the state superintendent by the 
clerk of each municipality interested, within six days after the election. 



56 REQUIREMENTS AND SUGGESTIONS 



NONRESIDENT PUPILS. 

The following method of procedure is suggested to school hoards in 
the case of nonresident pupils attending Free High Schools, as a means 
of preventing friction and misunderstanding in applying the law rela- 
tive to tuition. A printed blank similar to the following, signed by 
the applicant, county superintendent, and a supervisor of the town in 
which the pupil resides and presented in duplicate by the applicant 
shortly after entering school would serve to give notice to all parties 
irlterested, and would also be sufficient evidence thereafter, when at- 
tached to the bill for tuition, that the pupil has completed the course 
of study for common schools. 

Let the principal issue these blanks to pupils upon entering school. 
When the candidates have filled them out and signed them, the prin- 
cipal should then forward them in duplicate to the county superin- 
tendent. When signed by him, let them be returned to the principal 
who in turn may send them by the applicant, to be signed by a super- 
visor of the town, and to be returned by him to the clerk of the school 
board. 

This certifies that ,age is a resident of the 

Town of County of State of Wisconsin 

and that has completed the course of study prescribed 

for common schools, and is entitled to all privileges granted in Chap- 
ter 329, Laws of 1903, amending Chapter 188, Laws of 1901, for the 
school year beginning 



County Superintendent. 
Supervisor, 



Town of. 
Applicant sign here. 



Dated. 



ill 



ill 



Syracuse, n. & 
MI. JUL 21. U» 






